Search Results: (1-15 of 230 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009317 | 1999-2000 SASS & 2000-01 TFS CD-ROM: Electronic Codebook and Restricted-Use Data
Restricted-use data files for the 1999-2000 SASS and the 2000-01 Teacher Follow-up Survey. The data are in ASCII format and can be exported into SAS or SPSS formats. Also included is software for variable searching, displaying variable frequencies and coding, plus survey documentation and record layouts. |
12/4/2008 |
| REL 2008065 | Preparing Teachers in the Southeast Region to Work with Students with Disabilities
The study examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six Southeast Region states integrate content related to students with disabilities. Most programs require one disability-focused course, two-thirds incorporate fieldwork related to students with disabilities, and more than half incorporate disability content into their mission statements. |
12/2/2008 |
| NCES 2009033 | Expectations and Reports of Homework for Public School Students in the First, Third, and Fifth Grades
This brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine (1) the amount of time that students’ public school teachers expected them to spend on reading/language arts and mathematics homework in first, third, and fifth grades; and (2) reports from parents of public school children of how often their children did homework at home in the first, third, and fifth grades. Teachers' expectations are reported by the percentage of minority students in the student's school and parents' reports are reported by the child's race/ethnicity. The findings indicate that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. In both subjects and in all grades, differences were found by the minority enrollment of the school. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening, whereas generally children in lower minority schools had teachers who expected less homework. In addition, in all three grades, larger percentages of Black, Asian, and Hispanic children than White children had parents who reported that their child did homework five or more times a week. |
12/2/2008 |
| REL 2008052 | Developing the "Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region": a Companion to the Database
This report provides state-, regional-, and district-level decision makers in the Northeast and Islands Region with a description of the Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region, a searchable database of selected profiles of retention strategies implemented in Connecticut, Maine, Massachusetts, and Vermont. |
11/3/2008 |
| NCEE 20094034 | Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study
The report, Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study, presents implementation and impact findings for beginning elementary school teachers after one year of induction services. The study tests whether comprehensive teacher induction affects teacher retention rates, classroom practices, and student achievement, compared to the induction programs that districts normally provide. Beginning teachers in schools randomly assigned to receive comprehensive induction services were offered weekly mentoring from a full-time mentor (who provided services such as observing the beginning teacher in his/her classroom and providing feedback), opportunities to observe other teachers in their classrooms, and professional development workshops on topics such as classroom management and lesson planning. Two comprehensive induction providers were included in the study &,dash; the Educational Testing Service and the New Teacher Center at the University of California-Santa Cruz. |
10/28/2008 |
| REL 2008037 | Examining Context and Challenges in Measuring Investment in Professional Development: a Case Study of Six School Districts in the Southwest Region
This study is an exploratory inquiry into the context and challenges of measuring investment in professional development in six Southwest Region school districts. The study estimated annual spending of approximately $150-$600 per pupil-or 2-9 percent of total spending. These figures likely underestimate the full investment in professional development in these districts because of the inability to track more integrated professional development activity that is a natural part of a teacher's work day or week. |
9/22/2008 |
| NCEE 20084034 | The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
The report, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, describes the effectiveness of two specific professional development strategies in improving the knowledge and practice of 2nd grade teachers in high-poverty schools and the reading achievement of their students. Both the 8-day content-focused institutes series (treatment A) and the institute series plus in-school coaching (treatment B) produced positive impacts on teachers' knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the professional development. However, neither intervention resulted in significantly higher student test scores at the end of the one-year implementation period. The institute series plus in-school coaching did not produce a significantly greater impact on teacher practice than the institute series alone. |
9/22/2008 |
| NCES 2008078 | Projections of Education Statistics to 2017
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2017. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2017. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections. |
9/17/2008 |
| NCES 2008342 | Documentation for the NCES Common Core of Data Pilot Teacher Compensation Survey (TCS), Restricted-Use Data File, School Year 2005–06
This restricted-Use Data File contains teacher level data from the Pilot Teacher Compensation Survey, School Year 2005-06. This is a research and development effort to collect individual salary and demographic data on public school teachers. Seven states participated in this effort: Arizona, Arkansas, Colorado, Florida, Iowa, Missouri, and Oklahoma. Data include base salary, total salary, highest degree earned, years of teaching experience, NCES school and agency IDs, race gender and age data. |
9/3/2008 |
| NCES 2008338 | Education and Certification Qualifications of Departmentalized Public High-School Level Teachers of Core Subjects: Evidence from the 2003-04 Schools and Staffing Survey
This report examines the percentage of public school teachers who held an in-field postsecondary major, in-field certification, or both, in a selection of high-school level main assignment fields. Teachers of these subjects were considered to be in-field majors if they held a major that they had earned at the bachelor's degree level or higher in the subject(s) that they taught. |
9/2/2008 |
| REL TR00508 | Calculating the Ability of Within-School Teacher Supply to Meet the Demands of New Requirements: the Example of the Michigan Merit Curriculum
Representatives from the Michigan Department of Education and the Center for Educational Performance and Information requested assistance in estimating Michigan's capacity to adequately staff its high schools to meet the course requirements of the new Michigan Merit Curriculum. The study team devised a formula to estimate the number of additional full-time equivalent (FTE) teachers needed for each subject at each Michigan high school. The formula was calculated using Michigan-specific values for key variables. Such an analysis may be particularly useful when new graduation or course requirements are being planned. Schools can adjust the variables in the formula (such as class size and number of periods taught by each FTE teacher) to fit their own needs. |
8/18/2008 |
| REL TR00408 | State policies on teacher evaluation practices in the Midwest Region
This REL Technical Brief describes state-level policies and procedural requirements for guiding teacher evaluation practices at the district level in the seven states served by the Midwest Regional Educational Laboratory: Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. Building on the Issues & Answers report Examining district guidance to schools on teacher evaluation policies in the Midwest Region (Brandt et al. 2007), this technical brief reveals how teacher evaluation practices are addressed by state policies and other state-level initiatives that include teacher evaluation features. |
8/18/2008 |
| WWC QRATP0808 | WWC Quick Review of the Report "The Effect of Performance-Pay in Little Rock, Arkansas on Student Achievement"
This study examined whether the Achievement Challenge Pilot Project, a performance-pay program for teachers, improved the academic achievement of elementary school students. |
8/8/2008 |
| REL 2008057 | Trends in California Teacher Demand: a County and Regional Perspective
The report highlights the differences among California's counties and regions in their use of underprepared teachers and their needs for new teachers in the coming decade as driven by projected student enrollment changes and teacher retirements. The findings show county and regional variations in key factors that influence teacher labor markets. |
8/5/2008 |
| REL 2008045 | Prevalence of Strategies for Preparing Rural Teachers
The Central Region states have greater percentages of rural students and schools than the U.S. average. This report describes how nine teacher preparation programs in the region prepare their graduates for teaching positions in rural settings. |
7/28/2008 |
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